1. Career Cities: A Way Forward
Aarhus University, Denmark
11th November 2016

2. Overview
Shaping experiences of learning and work
City perspectives
International evidence
Opportunities and challenges
Where next?

4. Preparing … for a future we
cannot clearly describe…..

5. Mindful of…
Operation of the youth labour market and expectations
of young people
Technological change and the forces of globalisation,
BREXIT and US Presidential Election result
Nature of jobs available and skills required by employers
Infra-structure change
Ageing societies
Skills shortages/ skills mismatch

6. Key themes
What people think about their life and
work opportunities matters
Career uncertainty
Career misalignment
Experiences of and exposure to the world
of work
Independent and impartial career
guidance

7. Geography matters…..
economy
population centre
labour market
education centre

8. IMD 2010

9. Poverty in London
The majority of people living in poverty are in a working family. As employment has
increased so has the number of people in a working family in poverty - from 700,000 to 1.2
million in the last decade, an increase of 70%.
Almost 700,000 jobs in London (18%) pay below the London Living Wage. This number has
increased for five consecutive years, particularly among men working full-time.
At 860,000 there are more people in poverty in private rented housing than there are in
social rented or owner-occupied homes. A decade ago it was the least common tenure
among those in poverty. The number of children in poverty in private rented housing has
more than doubled in ten years.
In 2015, 10,500 families were affected by the overall benefit cap including 2,400 losing
more than £100 per week. The cap has been lowered further, so families will lose another
£58 a week and a further 20,000 families will be affected.
Half of 0 to 19-year-olds in London (1.1. million) live in a family that receives tax credits.
640,000 children benefit from in-work tax credits and are likely to be worse off when these
are cut in April 2016.
London’s Poverty Profile 2015 (http://www.londonspovertyprofile.org.uk/)

10. Career learning matters………
http://www.educationandemployers.org/news/help-us-to-redrawthebalance/

14. London Ambitions Framework
Young People
Access to impartial, independent and personalised careers education,
information, advice and guidance
At least 100 hours of experiences of the world of work for all young
Londoners and a digital portfolio
Leadership and accountability
An explicit publicised careers policy and careers curriculum in every
secondary school and college
A governor with responsibility for ensuring the institution supports all
students to relate their learning to careers and the world of work from an
early age

15. Learning Outcomes, Activities &
Lesson Plans

16. London Ambitions Framework
Support for high quality careers work
Up-to-date, user-friendly labour market intelligence/information (LMI)
Formation and development of ‘careers clusters’ to share resources
A London Ambitions Portal – linking education to business and the careers
community
https://londonambitionsportal.london.gov.uk/
LONDON CAREERS CURRICULUM: KEY STAGES 2 – 5
Stimulate careers dialogue, connect to learning outcomes and provide resources
for teaching and learning

17. Research
Sharing knowledge and evidence
Does careers education make a positive
difference? Is it worth the investment?

18. Remit
• To provide an overview of the evidence-base underpinning
careers education and its impact on pupils’ skills and
outcomes
• To examine robust casual evidence on careers education
impact assessment from a wide range of studies using
experimental and quasi-experimental designs
Definition: Careers education
“Careers-focused school and/or college mediated provision
designed to improve students’ education, employment and/or
social outcomes”

19. 1. Identification
studies
4. In-depth review
Initial Search in online
databases
Additional Studies
Provided by Personal
contacts
Papers excluded
N =
Papers excluded
N =
Re-screening following
import into reference
manager
N =
Papers excluded
N =
Papers excluded
N =
Re-screening following
import into reference
manager
N =
Abstracts and Titles
Screened in Endnote
n = 359
Papers excluded
N =
Papers excluded
N =
Re-screening following
import into reference
manager
N =
CritCritCriterion 2*: N =
N =
Criterion 1*: N =
N =
n 3*: N =
N =
CritCritCriterion 2*: N =
N =
Criterion 1*: N =
N =
Total Number of Studies
Excluded
n = 160
N =
2. Application of
inclusion and
exclusion criteria
3. Coding of all
screened documents
Studies included in the In-
Depth Review
n = 96
Papers excluded
N =
Duplicates:
n = 39
N =
Unable to obtain
n= 13
N =
Full document
screened
n = 147
Broad outcome measure
· Education n = 80
· Economic n = 64
· Social n = 55
n.b. documents could be coded against one
or more outcomes
Level of Evidence
· Level 1 n = 38
· Level 2 n = 13
· Level 3 n = 62
· Level 4 n = 34
Key Stages: methodology

20. Careers education
• Aims to enable students to acquire the
knowledge, skills and attitudes that will allow
them to understand and succeed within and
beyond their schooling
• Research literature over the last twenty years on
the impact of careers education on student
outcomes is often considered weak and
fragmented, due mainly to the complexity of
differing elements identified and reported in
differing ways

21. Country Studies
Australia Canada England Finland Netherlands UK USA
Figure 2 Representation of broad outcome measures by country of study

23. Dimensions
• Careers provision
• Enterprise
• ICT and careers education
• Job Shadowing
• Mentoring
• Transformative leadership
• Volunteering
• Work experience
• Work-related learning

24. Outcomes
• Educational outcomes, e.g. attainment level,
participation in education and/or training, sustainable
progression
• Economic and employment outcomes, e.g. earnings,
employee retention, likelihood of finding work and/or
congruence with the work environment, transition
from education to work, social mobility
• Social outcomes, e.g. cultural capital, community
engagement, confidence, resilience, self-esteem,
improved non-cognitive skills and/or mental health
well-being, reductions in those not engaged in
education, employment or training (NEET), those not
engaging in criminal activity.

25. Figure 3 Representation of broad outcome measure and combinations of measures

26. Table 6 Broad outcome measure by intervention

27. WHAT WORKS? EDUCATION OUTCOMES
• Does careers education improve educational
outcomes?
• What difference can it make?
• Why does it make a difference?
• Which interventions can be expected to be
most effective?

28. WHAT DIFFERENCE CAN IT MAKE TO
EDUCATIONAL OUTCOMES?
• Examination results, academic course-taking behaviour i.e.,
selection of more advanced courses (Dalton et al., 2013)
• Progression to, and completion of, higher education and type of
institution and courses successfully undertaken (Bragg et al., 2002)
(Neild); (Fletcher & Zirkle, 2009; MacAllum et al., 2002, p.9);
• GCSE or equivalent qualifications results – eight highest grades
achieved;
• Staying on rates (UK) at 16 (Golden et al., 2005);
• High school graduation rates (US) (Kemple, 2001; Nield et al., 2015;
Bishop, 2004)
• Grade Point Average (US) (MacAllum et al., 2002);
• Credit accumulation (Nield et al., 2015).

29. WHAT WORKS? ECONOMIC OUTCOMES

30. WHICH INTERVENTIONS CAN BE
EXPECTED TO BE MOST EFFECTIVE?
• Job shadowing (80%) of 5 assessments
indicating largely positive outcomes);
• Work experience (75% of 8 assessments);
• Careers provision (67% of 10 assessments);
• Mentoring (67% of 6 assessments);
• Work-related learning (55% of 11
assessments).

31. WHAT WORKS? SOCIAL OUTCOMES
• Measurements of social outcomes vary
considerably across the literature
• Use of measurement or inventory tools
• Degree of exposure to work experience
• Not a single approach – multi-dimensional

32. Drilling down
• Some evidence to suggest that
impacts on attainment can be
expected to be relatively modest,
recognising that impacts can be
expected to vary, perhaps
considerably, by individual
circumstance and character of
intervention delivery
• Good evidence to show that
earnings premiums are
commonly sizeable for young
adults especially when they
engage with employers within
teenage careers focused
provision
• Good evidence that careers
education also underpins a wide
range of beneficial social
outcomes

33. Career learning

34. Lifelong learning

35. Greater use of technology and
LMI
LMI in schools & colleges
LMI for All
http://www2.warwick.ac.uk/fac/soc/ier/research/lmiforall1617/

36. Practice
Sharing our experiences

37. Practical activities
• Career reflection
• Career exploration
• Career action
• Networking
• Learning environment
• Career dialogue
• Career conversations
individuals have in and
outside the workplace

38. Employment levels
by occupation
How many jobs are there? How many
in my area? What are the past trends?
What are likely future trends?
Labour Force
Survey, Working
Futures
Average earnings
by occupation
How much do people get paid for this
job? How much at the start of their
career? How much in my area?
Annual Survey of
Hours and
Earnings
Unemployment by
occupation
What proportion of people in this
occupation are currently out of work?
Annual Population
Survey
Profile of
qualification level
by occupation
What level of qualification do people
have in this job and what am I likely to
need?
Labour Force
Survey, Working
Futures
Vacancies by
occupation
How many vacancies are there for this
job? What proportion are hard to fill?
Employer Skills
Survey
Big questions…

39. JobHappy, by Harry Jones
https://www.youtube.com/watch?v=7imKYpvKZjk&index=3&list=PLuvzHvGAOplyzJgBX
2IHLUAecElK3lzOi

40. https://employid.eu/mooc
Tuesday
March 28, 2017
https://employid.eu/mooc
Major upcoming events
Massive Open Online Course
The Changing World of Work
Policymakers
Friday
September 28, 2017 (tbc)
https://employid.eu/tallinn-2016

41. • Hughes, D. & Meijers (in press) New School for Old School: Guidance and
Counselling, Editors, International Symposium Series, British Journal for
Guidance and Counselling, Vol, 45, No.2, April 2017
• Lengelle, R., Meijers, F., & Hughes, D. (2016). Creative writing for life
design: reflexivity, metaphor and change processes through narrative.
Journal of Vocational Behavior, 95-96. ISSN 0001-8791.
• Hughes, D., Adriaanse, K., & Barnes, S-A. (2016a) Adult Education: Too
important to be left to chance, commissioned by the All Parliamentary
Group for Adult Education in England, London: House of Commons,
Westminster.
• International Literature Review: Careers Education with Education and
Employers, London. Visit:
https://educationendowmentfoundation.org.uk/public/files/Publications/
Careers_review.pdf
CONTACT: Deirdre Hughes
Email: deirdre.hughes3@btinternet.com or deirdre.hughes@warwick.ac.uk
Tel: 07533 545057
Thank you!